Naming feelings and strengths
Students start the year learning to name what they feel and notice what they are good at. They practice using words like happy, sad, frustrated, or proud instead of acting feelings out.
What does a student learn in
These are the years students start putting words to what they feel and how they act around other people. Students learn to name big feelings like mad or worried, take a breath before reacting, and notice when a classmate needs help. They practice taking turns, asking for help, and making up after a small fight. By spring, students can name a feeling, calm down on their own, and work through a problem with a friend without an adult stepping in.
- Naming feelings
- Calming down
- Kindness
- Friendship skills
- Making good choices
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Calming down and staying on task
Students learn small ways to settle big feelings, like slow breathing or asking for a break. They also practice waiting their turn and finishing what they start.
- 3
Seeing how others feel
Students pay attention to classmates and family members who feel differently than they do. They learn that people come from different homes and cultures, and that trusted adults at school can help.
- 4
Getting along with classmates
Students practice the everyday skills of friendship. They take turns, listen, share, work with a partner, and use words to sort out small arguments instead of pushing or shouting.
- 5
Making kind, careful choices
By the end of second grade, students think before they act. They consider how a choice will affect themselves and others, and they pick the option that is safe and kind.
Mastery Learning Standards
The required skills a student should display by the end of Grade 1.
Social Emotional Learning
Social Emotional Learning
- Grades K-2
The abilities to understand one's own emotions, thoughts
Students learn to notice their own feelings and thoughts, understand why they act the way they do, and recognize what they are good at and where they need help.
- Grades K-2
The abilities to manage emotions, thoughts
Students learn to notice their feelings and pause before reacting. They practice staying focused, handling frustration, and organizing their work to reach a goal.
- Grades K-2
The abilities to understand the perspectives of and empathise with others…
Students practice seeing situations from someone else's point of view and noticing how others might feel. They also learn who to turn to for help at school, at home, and in their community.
- Grades K-2
The abilities to establish and maintain healthy and supportive relationships…
Students practice getting along with others by taking turns, listening, asking for help, and working through disagreements. These skills help them build friendships and work well in groups.
- Grades K-2
The abilities to make caring and constructive choices about personal behavior…
Students practice making choices that are kind and thoughtful, whether they're deciding how to act or how to treat someone else. They think about what might happen next and how their decision affects themselves and the people around them.
| Standard | Definition | Code |
|---|---|---|
| The abilities to understand one's own emotions, thoughts Grades K-2 | Students learn to notice their own feelings and thoughts, understand why they act the way they do, and recognize what they are good at and where they need help. | OH-SEL.1.k-2 |
| The abilities to manage emotions, thoughts Grades K-2 | Students learn to notice their feelings and pause before reacting. They practice staying focused, handling frustration, and organizing their work to reach a goal. | OH-SEL.2.k-2 |
| The abilities to understand the perspectives of and empathise with others… Grades K-2 | Students practice seeing situations from someone else's point of view and noticing how others might feel. They also learn who to turn to for help at school, at home, and in their community. | OH-SEL.3.k-2 |
| The abilities to establish and maintain healthy and supportive relationships… Grades K-2 | Students practice getting along with others by taking turns, listening, asking for help, and working through disagreements. These skills help them build friendships and work well in groups. | OH-SEL.4.k-2 |
| The abilities to make caring and constructive choices about personal behavior… Grades K-2 | Students practice making choices that are kind and thoughtful, whether they're deciding how to act or how to treat someone else. They think about what might happen next and how their decision affects themselves and the people around them. | OH-SEL.5.k-2 |
Common Questions
What does social emotional learning look like in the early grades?
Students learn to name what they are feeling, calm down when upset, take turns, and notice when a classmate needs help. A lot of it happens during ordinary moments like lining up, sharing crayons, or losing a game. The goal is steadier behavior and kinder choices, not perfect emotions.
How can I help my child name big feelings at home?
When a meltdown starts, put a word on it: tired, frustrated, embarrassed, jealous. Then offer a simple next step like a drink of water or a quiet minute on the couch. Over time students start using the words themselves before things boil over.
My child gets very upset over small things. Is that normal?
Yes. Big reactions to small problems are common at this age because the calming-down skills are still being built. Stay calm, keep the rule the same, and talk about what happened once everyone is settled. Practice helps more than lectures.
How should I sequence these skills across the year?
Start with naming feelings and basic classroom routines in the first weeks. Move into calming strategies and listening to others by midyear. Save group problem-solving and conflict resolution for later, once students know each other and trust the room.
Which skills usually need the most reteaching?
Impulse control and waiting for a turn come up again and again, especially after breaks and during unstructured time. Conflict resolution between friends also needs repeated practice. Plan to revisit these in short minilessons rather than treating them as a one-time unit.
What can families do in 10 minutes a day?
At dinner or bedtime, ask one feelings question: what made you proud today, what was hard, who did you help. Listen without fixing. This builds the habit of talking about feelings and noticing other people, which is most of what this work asks for at school.
How do I know a student is ready for the next grade?
Look for a student who can name a feeling, try a calming strategy without being told, follow classroom rules most of the time, and work with a partner without an adult standing there. Slip-ups are still expected. The shift is from needing constant coaching to using the skills on their own.
Should I worry if my child is shy or slow to make friends?
Shyness is not a problem on its own. Watch for whether students can join a small group, ask for help from a trusted adult, and recover after a hard moment. Set up short, low-pressure playdates and let friendships build at a pace that fits.